Undocumented Chicanx/Latinx Graduate Students: Illuminating Home-Based Sources of Support

Autor/inn/en	Lara, Argelia; Nava, Pedro E.
Titel	Undocumented Chicanx/Latinx Graduate Students: Illuminating Home-Based Sources of Support
Quelle	In: Journal of Leadership, Equity, and Research, 8 (2022) 2, S.37-59 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Latin Americans; Hispanic Americans; Graduate Students; Parent Role; Parent Participation; Undocumented Immigrants; Social Support Groups; Student Adjustment + Suchen Sie Ihr Suchwort? Latin America; People; Lateinamerika; Bevölkerung; Volk; Hispanic; Hispanoamerikaner; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Parental role; Elternrolle; Elternmitwirkung; Illegaler Aufenthalt; Social support; Soziale Unterstützung; Adjustment; Schüler; Schülerin; Adaptation
Abstract	This qualitative research study explores the experiences of Chicanx/Latinx undocumented graduate students in higher education and specifically examines the home-based teachings and learnings employed by their parents to access and navigate higher education institutions. The study is guided by the research question: How do undocumented Latinx graduate students make sense of the forms of support and participation they receive from their families around education? The authors used Bernal's (2001) Pedagogies of the Home as a guiding framework. The findings revealed important learnings from their family's migration, laboral experiences and struggles, and strategies to resist marginalization. Through this study, student experiences highlight important considerations for policy and practice that validate the teachings and learnings that occur in their families and homes. (As Provided).
Anmerkungen	Center for Leadership, Equity, and Research. 5821 East Rancho Drive, Fresno, CA 93727. Tel: 559-346-8728; Web site: https://journals.sfu.ca/cvj/index.php/cvj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01